Participants: Teresa, Jeff, Dennis, Troy, Kim, *Bill
Regrets:
Task
Guiding Question
Background/ Process
Person / Time
Warm-up
How's the week been?
1. General catch-up
2. Entering time for this week
All
(15 min)
Book Club
How will we plan out the collaborative study for the remainder of the year?
1. which chapters
2. When
Kim
(15 min)
Coaching
To what degree is there correlation between what we're doing and . . .
1. what the learning coach description describes
2. what teachers feel is the most beneficial
Kim: much better in the first 2 years than now. First 2 years I spent a lot of time thinking and ensuring that I clarify what my job is with teachers, didn't do a very good job of this with middle school teachers. Also has been a struggle to be 50/50 ES/MS because the responsibilities of the 2 jobs are different and I'm not doing a good job of balancing both.
Jeff: has been called upon to be a coach voluntarily by teachers, but struggles with the percentage of time in the classroom because of other expectations of the TLC job description.
Dennis: not the "majority" of time, not always "focused on student learning" - teacher requests for Dennis time are more based on tech tool needs, not pedagogical needs. Teachers see me as tech expert, and themselves as a pedagogy expert - only need to use us for tech-related things.
Troy: did a great job of being in the classroom first semester, but once all teachers had been through a coaching experience, not as much time was spent in the classroom because people are more comfortable now).
Helps:
Having a curriculum implementation which puts every teacher in a position of responsibility and obvious need for a coach - allows for greater teacher buy-in (math, science).
Having a culture of coaching that exists already.
Having a clear understanding/communication of coaches roles and responsibilities - job description, where the majority of time should be spent.
School promotion of Definition of Learning
Hinders:
HS, as a whole, doesn't have an understanding of a coaching model
MS schedule changes every day
Not having a curriculum implementation (tech)
Having too many different roles (Teresa)
Having additional responsibilities related to hardware/software/tech support (tech)
Confusion about who does what/how things "get done" at ISB/comfort that things will "get done" properly if we don't "do it ourselves"
//From Bill:
What Coaches Do that Teachers Say Improves Learning:
Demonstration and co-teaching
Lab sites at three levels
One-to-one informal conversations
Team workshops, both foreshadowing and reflection
Single student problems
Material support
Moral support
Feedback on classroom observation
Pacing advice
Office hours
***The Essence: Connecting w/each teacher in meaningful ways and
Some Evidence That Coaching May Be Working:* Balanced literacy, CMP math, Investigations math, and FOSS science thoroughly, coherently implementented
Increased differentiation
Way better formative assessment
More learning focused, deep collaboration
Increased teacher confidence
Increased parent satisfaction
New teachers up-to-speed
Coaching Minimums:
Content expert
Pedagogy expert
Magical social skills (failing together)
Start with curriculum replacement/review
1. Reread learning coach description
2. Bill's research
Bill
(30 min)
Coaches' Standards
What are our hypotheses and how does the learning evidence correlate?// Google Doc
Action Plan Steps:
Hypothesis
Student Learning Evidence Examined - Issue confirmed or debunked
Date: Collaborative Action Plan Created
Date: Action Plan Implemented
Date: Student Learning Evidence Collected
Date: Reflection Based on Evidence (rinse & repeat as needed)
Hypothesis:
Teresa: Are students clear about what, why, and to what degree their learning during their independent reading? Are they making the transfer from the mini-lesson and modeling? Working with grade 3 on reading.
Jeff: Are students aware of the importance of audience? Working with grade 5 creating PSAs.
Troy: Are we really pushing kids to the limit of their ZPD? Are all students engaging in high cognitive and metacognitive thinking skills?
Kim: Does creating and sharing digital stories help deepen student understanding in a meaningful way? Does sharing online help students reflect on their learning?
1. Share Out
2. Challenges of our inquiries
3. Next steps
Jeff
(30 min)
Parking Lot – Items on our plate for future meetings:
ISB Coaches Team Meeting Agenda
Regrets:
2. Entering time for this week
(15 min)
2. When
(15 min)
1. what the learning coach description describes
2. what teachers feel is the most beneficial
Kim: much better in the first 2 years than now. First 2 years I spent a lot of time thinking and ensuring that I clarify what my job is with teachers, didn't do a very good job of this with middle school teachers. Also has been a struggle to be 50/50 ES/MS because the responsibilities of the 2 jobs are different and I'm not doing a good job of balancing both.
Jeff: has been called upon to be a coach voluntarily by teachers, but struggles with the percentage of time in the classroom because of other expectations of the TLC job description.
Dennis: not the "majority" of time, not always "focused on student learning" - teacher requests for Dennis time are more based on tech tool needs, not pedagogical needs. Teachers see me as tech expert, and themselves as a pedagogy expert - only need to use us for tech-related things.
Troy: did a great job of being in the classroom first semester, but once all teachers had been through a coaching experience, not as much time was spent in the classroom because people are more comfortable now).
Helps:
Hinders:
//From Bill:
What Coaches Do that Teachers Say Improves Learning:
***The Essence: Connecting w/each teacher in meaningful ways and
Some Evidence That Coaching May Be Working:* Balanced literacy, CMP math, Investigations math, and FOSS science thoroughly, coherently implementented
Coaching Minimums:
2. Bill's research
(30 min)
Google Doc
Action Plan Steps:
Hypothesis:
2. Challenges of our inquiries
3. Next steps
(30 min)